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Online clinical post-conference, fac...

Ebersole-Berkstresser, Kristie Anne.

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Online clinical post-conference, face-to-face clinical postconference: Effects on critical thinking in associate degree nursing students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Online clinical post-conference, face-to-face clinical postconference: Effects on critical thinking in associate degree nursing students./
Author:	Ebersole-Berkstresser, Kristie Anne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	123 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: B.
Contained By:	Dissertation Abstracts International75-01B(E).
Subject:	Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3597781
ISBN:	9781303461217

Online clinical post-conference, face-to-face clinical postconference: Effects on critical thinking in associate degree nursing students.
Ebersole-Berkstresser, Kristie Anne.

Online clinical post-conference, face-to-face clinical postconference: Effects on critical thinking in associate degree nursing students. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 123 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: B.

Thesis (Ph.D.)--Capella University, 2013.

Nurse educators, at every level of pre-licensure nursing education, are charged with developing critical thinking skills within their students. Post-clinical conference is one teaching strategy that nurse educators can employ to help promote the development of critical thinking skills in pre-licensure nursing students. However, traditional face-to-face post-clinical conference is marred with issues and concerns, as identified in the nursing education literature. An alternative to face-to-face post-clinical conference, asynchronous online learning environment, mitigates the issues and concerns associated with traditional post-clinical conference. Adult learning theory supports the use of asynchronous online learning environment. The asynchronous online learning environment promotes student-centered teaching strategy in place of teacher-centered learning, which by its nature traditional face-to-face post-clinical conference tends to support. The purpose of this comparison group pretest/posttest quasi-experimental study was to determine the effect of online clinical post-conference on critical thinking in comparison to face-to-face post-conference in associate degree nursing students enrolled in a pre-licensure program. The study used a small convenience sample of students enrolled in an associate degree nursing program at a mid-Atlantic community college. The study participants were given the California Critical Thinking Test at the start of their primary medical-surgical nursing clinical course and again at the end of that course. Twenty-one students were placed into the control group, traditional face-to-face post-clinical conference, and 23 students were placed into the treatment group, asynchronous online post-conference. The results showed that the intervention, online post-conference, did not impact the participants' ability to critically think. The data analysis did not support the research question that the implementation of online post-conference would improve students' ability to critically think.

ISBN: 9781303461217Subjects--Topical Terms:

528444
Nursing.

Online clinical post-conference, face-to-face clinical postconference: Effects on critical thinking in associate degree nursing students.
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